ERB223 Structural Geology

Unit Outline: Semester 2 2025, Gardens Point, Internal

Overview

This unit develops the knowledge and skills required to recognise, classify, describe, record, and interpret deformation structures in rocks, from the scale of millimetres to kilometres. Rock deformation driven by plate tectonics is a fundamental process that shapes the lithosphere of our planet and the complex 3D spatial distribution of rocks within it. Deformation structures control the strength of the lithosphere, generate earthquakes, enable the generation of volcanoes and intrusions, make up the fastest fluid pathways in the lithosphere, and play a key role in the formation of most resource deposits. Therefore, Structural Geology is integral to understanding the solid Earth, touches almost all geological disciplines, and is also important to resource, civil, and mechanical engineers.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Identify, classify, describe, quantify, map, and interpret rock deformation structures occurring on a broad range of length scales, both in the field and in laboratory settings.
2. Conduct basic geometric, kinematic, and dynamic analyses of deformation structures.
3. Deduce and interpret the basic mechanical behaviour of rocks.
4. Identify problems and apply problem-solving skills in the context of geological field research.
5. Communicate the aim, results, and interpretation of a field study of deformed rocks in writing according to discipline-specific standards.

Content

Learning Approaches

This unit consists of three major elements: 

[a] Theory lectures

On-campus lectures and flipped content (such as short videos and/or selected reading material visited in your own time) introduce the discipline-specific terminology, conceptual framework, and theoretical foundations for this unit. Student-teacher dialogue during contact time is promoted actively through impromptu discussions of applied problems and question time.

[b] Workshops

Weekly workshops underpin new concepts conveyed in lectures with a practical application as soon as possible. The workshop sections employ a collaborative approach to teaching and learning. They have two purposes. First, they will recapitulate, deepen, and discuss the material presented in the preceding lecture and/or flipped learning activity. Then, practical methods for solving structural problems are introduced and exercised in a hands-on fashion in small collaborative groups. 

[c] Fieldwork

An authentic learning experience requires that you engage with natural deformed rocks in the real world as much as possible. Fieldwork is the common denominator for the overwhelming majority of professions requiring an Earth-Science or Geology degree. All excursions in this class will thus help to prepare you for jobs in these fields.

Structural Geology is a multi-scale 3D science. You need to practice how to describe and analyse deformed rocks from the scale of grains to that of kilometres in three dimensions. This skill set is best acquired in the field.

[c.1] Two one-day field excursions to study deformed rocks in the Brisbane area. 

These two short excursions will introduce the basic field skills required to recognise, document, and analyse deformed rocks in Nature. 

[c.2] One extended fieldtrip in the beginning of exam period lasting several days. This excursion will give you the opportunity to integrate all theoretical and practical concepts and skills attained throughout the semester through solving and communicating a real-world deformation problem in the field. We chose the most excellent outcrops that allow you to observe key structures discussed in class under excellent exposure conditions. This excursion serves as the applied capstone of the unit.

You are expected to devote about 10 to 15 hours per week on learning activities (e.g., preparation, additional reading, completing assessments, reviewing lecture material). During fieldwork, working hours per week will be higher than during regular on-campus activities.

Feedback on Learning and Assessment

Feedback will be provided to you through the following mechanisms:

1. Written comments on practical exercises and reports.
2. Discussions with the teaching team and peers during workshops and in the field.
3. Personal consultation with the lead academic any time during class hours or upon appointment.
4. Verbal discussion of common problems observed in assessment items with the entire class.

Assessment

Overview

Summative assessments include: 

[1] Four practicals (assessment item 1): theory knowledge and practical skills related to in-class activities are examined through  written take-home task sheets solved collaboratively. Four topics are covered: 1) strain, 2) stress and fracture, 3) faults and shear zones, and 4) folds.

[2] Two field reports (assessment items 2 and 3): field observations are collected, presented, analysed, interpreted and communicated in written reports. Two small Brisbane-based excursions held during the teaching period will introduce you to the fundamentals of mapping deformation structures (assessment item 2) and prepare you for the extended excursion. The extended field trip at the end of the term will serve as your capstone learning experience, in which all your skills will be put into practice and assessed where it matters most: the real world (assessment item 3). 

If campus access is restricted at the time of the central examination period/due date, an alternative, which may be a timed online assessment, will be offered. Individual students whose circumstances prevent their attendance on campus will be provided with an alternative assessment approach.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Problem Solving Task

Problem-solving task 1: practicals on [a] deformation, [b] stress, [c] Faults and shear zones, and [d] folds. You will solve practical problems concerning the fundamentals of recognizing, describing, classifying, and estimating deformation in rocks collaboratively. Written practicals are to be completed cumulatively in class and over the course of the week(s) following our discussion of deformation measures and stress, respectively. 

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Report 1

Report 1: Fractures and folds in the field
You will present, describe, analyse and interpret your observations of the two one-day excursions in one written report.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Report 2

Report 2: Analysis of polyphase deformation in the field
You will present, describe, analyse and interpret your observations of the extended field trip in a written report. The ultimate goal is the derivation of an evidence-based deformation history of the research area.

Data collected in the field in groups, report is an individual submission; due one week after excursion.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Requirements to Study

Costs

This unit features three field trips: two one-day excursions in the Brisbane area during the semester, and a longer one (location to be announced), in the beginning of the exam period.

The large excursion at the end of term will incur additional costs, which might include:

(1) Transport to the research location (by car, bus, train, or airplane)

(2) Accommodation at the research location for about 9 days

(3) Food for the duration of the excursion

(4) Field equipment

The exact nature and quantity of these costs depend on the location, the student numbers and  some other factors changing from year to year. Sometimes, the University arranges for accommodation and transport, and in this case, a small student contribution, usually on the order of $400 AUD, will be required. The unit coordinator will provide detailed logistical information throughout the course of the semester, well in advance of the excursion.

Resources

Resource Materials

Recommended text(s)

Recommended textbooks and online resources:

Virtually any textbook on "Structural Geology" provides the basic information relevant to this unit. No. 1 in the list below is available in the QUT bookstore and also comes with a nice eBook available freely here: https://folk.uib.no/nglhe/StructuralGeoBookEmodules.html

No. 2 in the list, the book of Twiss and Moores, served as a source for many figures in the lecture slides. It is more comprehensive in terms of the theoretical background. Unfortunately, it went out of print. However, there are copies in our library, and it is possible to obtain copies via the web.

The same is true for titles 3 and 4 on the list below. These two seminal books constitute a very rich source on the subject matter of this unit, which well exceeds the depth intended here. They are recommended if you want to build a thorough personal library.

1. Fossen, H., 2016, Structural Geology, 2nd edition, Cambridge University Press, ISBN: 9781107057647.
2. Twiss, R. J., and Moores, E. M., 2007, Structural Geology, 2nd ed., Freeman
3. Ramsay and Huber (1983 - 2000): The techniques of modern structural geology, v. 1 & 2
4. Ramsay and Lisle (v. 3): Applications of continuum mechanics in structural geology
5. Van der Pluijm and Marshak 2004, Earth Structure - an introduction to structural geology and tectonics, W. W. Norton

Finally, I would like to recommend the following book, which teaches a rarely explicitly addressed yet very important skill: the drawing of geological structures in outcrop, hand specimen, and thin section. The drawing of geological structures - including microstructures, igneous and metamorphic textures, and sedimentary structures - constitutes a very important cognitive, interpretative activity.

6. Kruhl, J., 2017, Drawing Geological Structures, Wiley-Blackwell, ISBN: 978-1-405-18232-4

Other

Field-trip equipment and costs

The following equipment is recommended or required the field:

[a] Field clothes and gear

• Sturdy hiking boots with ankle support (compulsory)
• Wide-brimmed hat for sun protection (compulsory)
• Sunscreen, sun glasses, and long-sleeved pants and shirts
• Wet/cold weather clothing
• Backpack
• Water bottles with a minimum capacity of 3l (compulsory)
• Bug repellent
• Personal first-aid kit (for advice, visit this Government website: https://www.healthdirect.gov.au/first-aid-kits)

[b] Geological hardware

• Camera (those integrated in smartphones often serve the purpose)
• Rock hammer
• Hand lens
• Scratch kit
• Protective leather gloves
• Scale/ruler

[c] Stationary equipment

• Notebook: must be suitable for a permanent record; no loose notebooks. Suitable hard-covered flip-over books should be available in the bookshop.
• Assessment descriptions
• Pencils and sharpeners
• Coloured pencils
• Ruler
• Calculator (usually integrated in smartphones)
• Protractor

[d] Personal gear (not required for day trips)

• Sleeping bag
• Pillow
• Towel
• Toiletries
• Any medication and related items you may need. Please, seek detailed advice from a medical professional.
• Earplugs for noisy neighbours.
• Torches and batteries

Risk Assessment Statement

There are no extraordinary risks associated with the in-class activities in this unit. When working in laboratories and workshops, you will undertake specific hazard and risk related inductions from your tutors and/or technical staff, which may include personal protective equipment (PPE) requirements; participation is compulsory.

Prior to any off-campus class activities, a risk assessment will be prepared. You will receive a briefing regarding any specific hazard and risk-related instructions via Canvas and from your field leader before commencing the activity onsite. Fieldwork will involve daylong outdoor activities including walking on dirt tracks, meadows, beaches, and rocky, uneven surfaces near the ocean and in the forest, and mapping of rock in these environments. The submission of a field-trip consent form including emergency and health information is compulsory and organised in the beginning of the semester.

Course Learning Outcomes

ST01 Bachelor of Science

1. Develop a broad, multidisciplinary understanding of science and a specialised, in-depth knowledge of at least one discipline.
   Relates to: ULO1, ULO2, ULO3, ULO4, Problem Solving Task, Report 1, Report 2
2. Use higher order thinking skills to design, plan, and conduct investigations and evaluate data to address scientific questions and challenges.
   Relates to: ULO2, ULO3, ULO4, ULO5, Problem Solving Task, Report 1, Report 2
3. Develop and demonstrate key competencies in scientific practices and relevant technologies.
   Relates to: ULO2, ULO3, ULO4, Problem Solving Task, Report 1, Report 2
4. Practice science in a safe, culturally appropriate, ethical, sustainable, and socially conscious way with a knowledge of relevant concepts, regulatory frameworks and protocols.
   Relates to: Problem Solving Task
5. Communicate scientific findings, concepts and evidence-based reasoning to diverse audiences using a variety of methods.
   Relates to: ULO5, Problem Solving Task, Report 1, Report 2
6. Work autonomously and collaboratively with others in an inclusive and professional manner and use critical reflection for personal and professional growth.
   Relates to: ULO4, Problem Solving Task, Report 1, Report 2

SV02 Bachelor of Science

1. Develop a broad, multidisciplinary understanding of science and a specialised, in-depth knowledge of at least one discipline.
   Relates to: ULO1, ULO2, ULO3, ULO4, Problem Solving Task, Report 1, Report 2
2. Use higher order thinking skills to design, plan, and conduct investigations and evaluate data to address scientific questions and challenges.
   Relates to: ULO2, ULO3, ULO4, ULO5, Problem Solving Task, Report 1, Report 2
3. Develop and demonstrate key competencies in scientific practices and relevant technologies.
   Relates to: ULO2, ULO3, ULO4, Problem Solving Task, Report 2
4. Communicate scientific findings, concepts and evidence-based reasoning to diverse audiences using a variety of methods.
   Relates to: ULO5, Problem Solving Task, Report 1, Report 2
5. Work autonomously and collaboratively with others in an inclusive and professional manner and use critical reflection for personal and professional growth.
   Relates to: ULO4, Problem Solving Task, Report 1, Report 2